Learning Telugu tough task in other states
Telugu education in the neighbouring States is pursued with
many hassles. Telugu, as language, which is lifeline of any community, is
facing all-pervading problems.
The government of Odisha closed B.Ed (Telugu Medium) colleges in Parlakimidi and Berhampur two decades ago triggering a scarcity of trained Telugu teachers and it had adverse affect on the Telugu medium schools in Odisha.
Telugu medium schools and colleges being run by Tamil Nadu government have not been able to provide question papers in Telugu medium.
Karnataka government has not been filling the vacancies of Telugu teacher posts for long.
These are a few problems being faced by Telugu people outside of Andhra Pradesh. Despite large numbers of Telugu medium schools in South Odisha, Odisha government is not supplying Telugu Language books and not filling up many vacant posts of Telugu teachers in Parlakimidi, Rayagada, Jaipur, Chandrapur, Berhampur, Attaveera and Sambalpur areas.
The Joint House committee on Education and cultural needs of Telugu people residing in other states, which has taken note of the problems recommended steps for filling up the vacant posts in the Telugu medium school.
According to 1986 MoU of both the education ministers, the Odisha government should appoint deputy inspector of schools to look after Telugu medium schools in Odisha. But, it was not done.
There were five government Telugu Medium schools in Cuttack town catering to the needs of Telugu students for the past two decades. Because of scarcity of Telugu teachers those schools were also closed by the local government.
Though 75,000 Telugu People residing in Puri town, there is no Telugu medium school and the government of Odisha was turning deaf ear. The education ministers of two states met on June 21, 1986 at Vizag and signed an agreement on education problems. Oriya government prevailed on AP for the sake of its people in AP, but AP is yet to relent to start D.Ed college in Oriya medium at Tekkali and Mandasa town.
Karnataka
There were more Telugu people in Bellary, Raichur, Bangalore, Kolar and Bedar districts. Karnataka was expected to set up more Telugu schools according to their needs.
Karnataka appointed Kannada head masters in Telugu medium schools. But the Telugu community is not getting desired level of support from them. A good number of Telugu libraries being run by local people, but big want of Telugu books.
Tamil Nadu
Chennai Door Darshan Channel-2 used to telecast Telugu programs for Telugus residing in Tamil Nadu; but they were stopped now. Tamil Nadu government sanctioned fellowships to its students residing outside the state and AP is requested to follow the cue. According to minority act, teacher and student ratio should be 1:15 but Tamil Nadu deterrent in filling up vacant Telugu teacher posts in various institutions. There is a Telugu medium in Plus two and Degree Colleges in Chennai and Krishnagiri districts. But, there were no Telugu text books for Telugu medium students.
Though Telugu was the third language in public exams, TN officials are not showing Telugu marks in cumulating total. Ironically, Tamil head masters are being appointed in Telugu medium schools. Telugu medium students are not deprived of text books for DEd and B.Ed, they are not provided with question papers in their mother tongue.
In fact, Tamil Nadu declared Telugu as a second language in thirteen border talukas in 1992. But, this is not being implemented.
Efforts are being made to address the problems of Telugu students in Karnataka, Odisha and Tamil Nadu in the upcoming Fourth World Telugu Conference to be held from December 27 to 29, 2012 in Tirupathi.
Joint House Committee Report
According to the report of the committee, there were many vacancies Telugu teacher posts in outside the state. It is preventing Telugu students from joining Telugu medium schools. Hence, the committee recommended to depute Telugu teachers from border districts concerned to respective states.
The joint house committee visited three states and recommended to appoint a deputy director in minority cell to look after and pursue the problems. The officials of Tamil Nadu, Karnataka and Odisha states consented to committee on translating some of classical works in to various sister languages. The committee recommended supplying Telugu text books to the libraries outside AP, run by Telugus.
The government of Odisha closed B.Ed (Telugu Medium) colleges in Parlakimidi and Berhampur two decades ago triggering a scarcity of trained Telugu teachers and it had adverse affect on the Telugu medium schools in Odisha.
Telugu medium schools and colleges being run by Tamil Nadu government have not been able to provide question papers in Telugu medium.
Karnataka government has not been filling the vacancies of Telugu teacher posts for long.
These are a few problems being faced by Telugu people outside of Andhra Pradesh. Despite large numbers of Telugu medium schools in South Odisha, Odisha government is not supplying Telugu Language books and not filling up many vacant posts of Telugu teachers in Parlakimidi, Rayagada, Jaipur, Chandrapur, Berhampur, Attaveera and Sambalpur areas.
The Joint House committee on Education and cultural needs of Telugu people residing in other states, which has taken note of the problems recommended steps for filling up the vacant posts in the Telugu medium school.
According to 1986 MoU of both the education ministers, the Odisha government should appoint deputy inspector of schools to look after Telugu medium schools in Odisha. But, it was not done.
There were five government Telugu Medium schools in Cuttack town catering to the needs of Telugu students for the past two decades. Because of scarcity of Telugu teachers those schools were also closed by the local government.
Though 75,000 Telugu People residing in Puri town, there is no Telugu medium school and the government of Odisha was turning deaf ear. The education ministers of two states met on June 21, 1986 at Vizag and signed an agreement on education problems. Oriya government prevailed on AP for the sake of its people in AP, but AP is yet to relent to start D.Ed college in Oriya medium at Tekkali and Mandasa town.
Karnataka
There were more Telugu people in Bellary, Raichur, Bangalore, Kolar and Bedar districts. Karnataka was expected to set up more Telugu schools according to their needs.
Karnataka appointed Kannada head masters in Telugu medium schools. But the Telugu community is not getting desired level of support from them. A good number of Telugu libraries being run by local people, but big want of Telugu books.
Tamil Nadu
Chennai Door Darshan Channel-2 used to telecast Telugu programs for Telugus residing in Tamil Nadu; but they were stopped now. Tamil Nadu government sanctioned fellowships to its students residing outside the state and AP is requested to follow the cue. According to minority act, teacher and student ratio should be 1:15 but Tamil Nadu deterrent in filling up vacant Telugu teacher posts in various institutions. There is a Telugu medium in Plus two and Degree Colleges in Chennai and Krishnagiri districts. But, there were no Telugu text books for Telugu medium students.
Though Telugu was the third language in public exams, TN officials are not showing Telugu marks in cumulating total. Ironically, Tamil head masters are being appointed in Telugu medium schools. Telugu medium students are not deprived of text books for DEd and B.Ed, they are not provided with question papers in their mother tongue.
In fact, Tamil Nadu declared Telugu as a second language in thirteen border talukas in 1992. But, this is not being implemented.
Efforts are being made to address the problems of Telugu students in Karnataka, Odisha and Tamil Nadu in the upcoming Fourth World Telugu Conference to be held from December 27 to 29, 2012 in Tirupathi.
Joint House Committee Report
According to the report of the committee, there were many vacancies Telugu teacher posts in outside the state. It is preventing Telugu students from joining Telugu medium schools. Hence, the committee recommended to depute Telugu teachers from border districts concerned to respective states.
The joint house committee visited three states and recommended to appoint a deputy director in minority cell to look after and pursue the problems. The officials of Tamil Nadu, Karnataka and Odisha states consented to committee on translating some of classical works in to various sister languages. The committee recommended supplying Telugu text books to the libraries outside AP, run by Telugus.
To Improve Speaking Skills
As an english teacher one question
always raked my brains that is when a person from one state ,for example andhra
pradesh stays in kerala for 2 years he could easily communicate in malayalam,
of course he may not know how to read and write unless he learns the script,
then why the students of telugu medium background even though they have english
as a subject from 3 rd garde and wrote many exams and finish their schooling
with more marks find it difficult to communicate in english? For the past few
years i have been instructing english in various engineering colleges in and
around hyderabad. Here most of the students have their education in government
schools where the medium of instruction is telugu and has telugu medium
background upto their 10th class. Here most of the students find it difficult
to communicate in english. The objective of this article is to proclaim what
might be the reasons for the poor level of communication skills among the
students and what methodologies one can follow to improve their ignored
language skills like listening and speaking. Some of my observations of the
colomnist for the poor level of communication skills among the students follows
below..... 1) Lack of proper guidance: students are focussing on improving
their communication skills after their graduation only when they were getting
rejected by employers. So it is better from the school level to improve their
spoken skills. 2) In most of the schools in andhra paradesh from the lower
classes out of the 4 basic skills of english language only 2 skills reading and
writing are given importance and listening and speaking are neglected. 3) Lack
of exposure to formal environments is another cause of the above problem. In
some schools, guidance is available but the students do not get proper
opportunities for exposing themselves to public speech in English or even in
Telugu. It is applicable to a great extent in some colleges 4) Another cause is
the family background of the students,...
Speaking Skills
Speaking is considered as the most
important skill of the learner, most of the time the proficiency of this skill
is which judges the knowledge of the learner of the second language.
People have to many reasons to improve their ability of the skill such as
expressing ideas, creating relationships, exchanging information etc. Even
though, the development of this skill is not an easy task for anybody, there
are many aspects that have to be taken into account in the learning process,
the learner must be active and dynamic practicing and exchanging patterns
that are important in the development of the skill, during the process
the learner must be expose to a natural environment and natural speeches of the
target langauge that enable them to develop their awarness of conversational
features and strategies, so the task for the teacher is to incorporate real
communication in the classroom promoting interactive and realistic activities
in order to help students gain confidence and feel motivated, even though
despite its importance, for many years, teaching speaking has been undervalued
and English language teachers have continued to teach speaking just as a
repetition of drills or memorization of dialogues. Fortunately, today's world
requires that the goal of teaching speaking should improve students'
communicative skills, because, only in that way, students can express
themselves and learn how to follow the social and cultural rules appropriate in
each communicative circumstance.
There is no doubt that students learn to speak in the second language by interacting. Today there are many methodologies that can help efficiency for this aim. One of them can be the communicative approach that is based on real-life situations that require communication. By using this method in ESL classes, students will have the opportunity of communicating with each other in the target language. ESL teachers should create a classroom environment where students have real-life..
There is no doubt that students learn to speak in the second language by interacting. Today there are many methodologies that can help efficiency for this aim. One of them can be the communicative approach that is based on real-life situations that require communication. By using this method in ESL classes, students will have the opportunity of communicating with each other in the target language. ESL teachers should create a classroom environment where students have real-life..
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